Frankenstein Writing Style Essay - 1769 Words

The gothic horror novel Frankenstein was written by Mary Shelley, and this author has a peculiar and unique style of writing, as any writer would have. One of the staples of Shelley s writing style in Frankenstein is a massive use of description in often long-winded sentences, which seem at many times like run-ons. For example, Shelley writes, â€Å"I looked on the valley beneath; vast mists were rising from the rivers which ran through it, and curling in thick wreaths around the opposite mountains, whose summits were hid in the uniform clouds, while rain poured from the dark sky, and added to the melancholy impression I received from the objects around me.† As one can see, this is a very long sentence the likes of which are found throughout†¦show more content†¦This introduction of Elizabeth and Victor’s reception somewhat mark the beginning of his downfall. Another great quote takes place in Chapter 15, when Shelley writes, â€Å"I could have torn him limb f rom limb, as the lion rends the antelope. But my heart sunk within me as with bitter sickness, and I refrained.† (Shelley 120) This quote is located during the storytelling of Frankenstein’s wretch that takes place in the shack upon the mountain glacier. Here, the monster describes how his superhuman strength could’ve easily allowed him to destroy a human who’d been attacking him, but he simply refuses, out of sheer instinct. Why? Why is this eight foot tall monstrosity so gentle? This was constantly unique throughout the novel as I witnessed over and over how much of a gentle giant the wretch actually is. The use of the lion/antelope simile was well-founded, as well. Also, the concept of sickness arises for not the first time in this quote, when the monster claims that his heart sunk within him as with sickness. Sickness came to be one of the forerunning common themes within Frankenstein. The next quote takes place during Victor and Clerval’s journ ey to Britain, in which the author writes, â€Å"‘This is what it is to live,’ he cried, ‘ now I enjoy existence!’† (Shelley 138) Henry Clerval says these words within the novel, and they are filled to the lid with irony. This is whyShow MoreRelatedAnalysis Of Mary Shelley s Frankenstein 1343 Words   |  6 PagesThe following essay is a book review of Frankenstein, which summarizes and evaluates the story. The purpose of this essay is to describe the two important qualities, which are the overview of the plot (including the characters of the book), and the book’s strengths as well as weaknesses. Frankenstein was written by Mary Shelley and is about a young man named Victor who creates his own human through multiple types of science. The novel is about the monster’s journey in understanding where he cameRead MoreThe Picture Of Dorian Gray Character Analysis830 Words   |  4 Pagesextraordinary personal beauty (Wilde 1),† one that controls other character’s reception of him, as well as affecting his own inner thoughts, for he knows that he seen as beautiful. On the opposite side of the spectrum lies the Creature from Mary Shelley’s Frankenstein. He is described as as hideously ugly, as he was fashioned from various other body parts. This has an effect on not only the Creature’s mental state, but on how the other characters react to interactions with him. In society, a large portion ofRead MoreThe Impact of Mary Shelley ´s Literature1543 Words   |  6 PagesThe Impact of Mary Shelley Frankenstein, who has not heard of this timeless creature or at least seen one of the many movies created in his honor? Many of our favorite science fiction novels were due to the brilliance of a writer named Mary Wollstonecraft Shelley. Mary Shelley lived during the romantic period and had parents who were well educated and excellent writers. As a result, Mary began to write and become involved in her father’s literary discussions at a young age. She continued to writeRead MoreThe And The Great Gatsby877 Words   |  4 Pagesrelatively adequate in terms of my writing skills. In highschool I spent a majority of my freshman year reading classics and analyzing the themes and motifs in said novels. My main issue was development because I felt that most statements or inferences could be made in terse arguments. By sophomore year I found my struggle to be the absolute opposite with issues in condensing my writing pieces. While I did spend a majority of my highschool experience d ealing with various writing difficulties, I was able toRead MoreMy Writing Of Writing And Writing863 Words   |  4 PagesI completely did not know what is writing. Teacher told us to write diaries and read storybooks every day. Thus, at the beginning of writing, I thought writing is to record things happened in every day life with emotions or some kind of unrealistic stories that is in one’s mind. However, writing was so confusing to me. I could only write down my memories for the day with simple emotions such as happy, sad or angry. Later on, teacher started to assign topic essays rather than just write diaries. ForRead MoreFrankenstein Analysis Essay1252 Words   |  6 PagesKade Gilbert Mrs. Shelley Wisener ENGL 2321: Frankenstein Analysis Essay 2 October 2017 Mary Shelley’s Journal The human brain while complex, initiating every impulse that controls the body, can be simplified. Simple things such as memories, beliefs, or passions can define the decisions that a person makes. The impulses of humanity may cloud a person’s logic, while each person’s logic, in turn, may affect the impulses of humanity. Mary Shelley’s Frankenstein is overflowing with emotionally based decisionsRead More Writing the Academic Essay1531 Words   |  7 PagesWriting the Academic Essay For many high school students, the academic essay is an unforgiving monster that terrorizes their campus, a nightmarish beast that can rip the heart out of G.P.A.s and dash all hopes for college admission. Yet, others tame this friend with ease, bending its cruel will to theirs as if it was nothing, as if they possessed a secret weapon. Well, guess what? They do! Successful essayists succeed because they are armed with the exact knowledge of what an essay isRead MoreTeenagers Are Irresponsible, Emotional, Narcissistic And Ungrateful1370 Words   |  6 Pagesphilosophers. Believing fervently in female independence and equality, her biological mother was one of the most prominent feminist thinkers of her time. One of her most well-known works, entitled A Vindication of the Rights of Woman was a persuasive essay pleading the government for state-regulated education for girls. Her father was also a radical political philosopher and novelist and despised the entire institution of m arriage. ( ) With all of this behind her, it is an easy assumption to make thatRead MorePolitics and The English Language: George Orwell ´s Literature3705 Words   |  15 Pagesintegral influence that writing has on society and to reinstate the integrity of the writer. Orwell’s essays have sparked a plethora of adverse and auxiliary opinions regarding the imperishability of his work, from those whom believe that his efforts are archaic, to those who believe that his craftsmanship of language addresses issues which had once been hidden. No matter what side of the social spectrum one categorises themselves in, it is undeniable that Orwell’s essays resonate a certain qualityRead MoreRomanticism in Mary Shelleys Frankenstein Essay2052 Words   |  9 Pagesopposing forces: creation and science, continues to draw readers with Frankensteins many meanings and effect on society. Frankenstein has had a major influence across literature and pop culture and was one of the maj or contributors to a completely new genre of horror. Frankenstein is most famous for being arguably considered the first fully-realized science fiction novel. In Frankenstein, some of the main concepts behind the literary movement of Romanticism can be found. Mary Shelley was a colleague of

History Of The Boston Massacre - Free Essay Example

Sample details Pages: 3 Words: 846 Downloads: 6 Date added: 2019/08/02 Category History Essay Level High school Tags: Boston Massacre Essay Did you like this example? On March 5, 1770, colonists in the town of Boston decided that they wanted no more of the British soldiers on their street corners and doorsteps, and they took action (John Adams, Architect of American Government). What started that day as the seemingly harmless throwing of snowballs and calling of names resulted in anger building and, ultimately, in the fatal shooting of five colonists (Wallenfeldt). What caused this event that is remembered in this country even today, over two hundred years later? The Townshend Acts and the presence of the British soldiers there to enforce the new taxes resulting from those Acts gave way to violence that rang through the streets of Boston on that cold March day (bostonmassacre.net).. Don’t waste time! Our writers will create an original "History Of The Boston Massacre" essay for you Create order Following the French and Indian War, England needed a way to regain the money they had spent, and they saw the Townshend Acts as a way to do just that (Wallenfeldt). The Townshend Acts imposed direct revenue dutiesthat is, duties aimed not merely at regulating trade but at putting money into the British treasury. These were payable at colonial ports and fell on lead, glass, paper, paint, and tea (Wallenfeldt). Colonists found it difficult to support themselves along with paying for Englands war with France, and these taxes made them angry (bostonmassacre.net). It was the second time in the history of the colonies that a tax had been levied solely for the purpose of raising revenue (Wallenfeldt). After the Townshend Acts was passed, the colonists refused to buy any taxed products (Wallenfeldt). They started trying to make the British soldiers miserable by calling them names and destroying their property (Wallenfeldt). The soldiers felt that they needed protection from the colonists (W allenfeldt). Parliament answered British colonial authorities request for protection by dispatching the14th and 29th regiments of the British army to Boston, where they arrived in October 1768. The presence of those troops, however, heightened the tension in an already anxious environment (Wallenfeldt). On the evening of March 5, following a dispute between a British sentry and a colonist, an unruly crowd of colonists confronted eight British soldiers and their captain. The volatile crowd refused to obey orders to disperse and threw oyster shells, chunks of ice, and other objects at the soldiers (Wallenfeldt). In the confusion, one of the soldiers, who were then trapped by the patriot mob near the Customs House, was jostled and, in fear, discharged his musket. Other soldiers, thinking they had heard the command to fire, followed suit (Wallenfeldt). Five colonists, including Crispus Attucks, died (John Adams, Architect of American Government). Crispus Attucks was a black sailor who likely was a fo rmer slave (Wallenfeldt). Hoping to prevent further violence, Lieut. Gov. Thomas Hutchinson, who had been summoned to the scene and arrived shortly after the shooting had taken place, ordered Preston and his contingent back to their barracks, where other troops had their guns trained on the crowd (Wallenfeldt). Hutchinson then made his way to the balcony of the Old State House, from which he ordered the other troops back into the barracks and promised the crowd that justice would be done, calming the growing mob and bringing an uneasy peace to the city (Wallenfeldt). By the next morning Preston and the seven soldiers that he led were under arrest as was the sentry whom they had sought to rescue. A town meeting produced a demand for the removal of all the troops, and by March 11 both the 14th and 29th regiments had decamped to Castle William in Boston Harbour (Wallenfeldt). Ninety-six people said they were eyewitnesses to the murder of the colonists by the British soldiers (Wallenfeldt). James Forrest, a British sympathizer, approached lawyer Josiah Quincy, Jr., to represent Forrests friend Preston and the other British defendants. Quincy and another colonial lawyer, Robert Auchmuty, Jr., agreed to take the case only if John Adams were part of the defense team (Wallenfeldt). A loyalist merchant came to Adamss law office and asked that he defend Captain Preston and the soldiers against charges of murder. Although committed to freedom from British tyranny, Adams agreed. He believed that every person accused of a crime should have counsel and a fair trial (John Adams, Architect of American Government). Nobody could have predicted the effect that the Townshend Acts and British occupation of the American colonies would have had. The British must have thought that it was their right to impose taxes on their own citizens. The colonists were probably thinking that moving to the colonies and separating from British rule was their right as people. As is common when humans think only from their own point of view, and not that of others, the effect of these opinions led to anger and frustration. That anger and frustration led to attacks on both opposing sides. Those attacks in turn led to violent acts resulting in death. Much can be learned from the mistakes of these two peoples. If we learn to respect others rights and treat others the way we would like to be treated, lives can be spared, respect can be earned, and peace can be attained.

Brown v. Board of Education Free Essays

In the broad scope of the hundreds of thousands of cases decided by the United States Supreme Court in decades past, few measure up to the historical significance of Brown v. Board of Education. We will write a custom essay sample on Brown v. Board of Education or any similar topic only for you Order Now The decision of the judges in this particular dispute challenged the mainstream views of the people of our country, changing the times, and shaping the future of America. Not only did the Court’s ruling protect the rights of millions of African American students in our country, moreover Brown v. Board of Education launched the civil rights movement that produced the America we know today. Had the judges ruled other than the way they did, one can only imagine how the history of our country would have played out, or how different our nation would be as a result. In the years leading up to the 1950’s, as a whole, the people of our country were severely discriminative towards the African American race. People of different colors were forced to shop in separate stores, eat in separate restaurants, live on opposite sides of town, and even drink from different water fountains. The same held true for the public school system, which unfairly segregated students according to their color based on the laws that Brown v Board of Education changed. Tragically, the schools reserved for white children were in far better condition than the schools for those of the minority, usually lacking decent books and properly trained teachers, and often teaching an inadequate curriculum (The Brown Foundation). It is no surprise then that the affliction of these minority students did not settle well with the race as a whole, and in 1951, after long suffering, four complaints were filed in four separate states against their respective school boards (Brown v. Board 486). As summarized by The Brown Foundation, the first action arose out of Delaware, where the segregated schools were considerably unequal. There, black students were bused from their homes to schools hours away, rather than attending the schools for white children where they lived. After being denied access to the white schools near their homes, suit was filed. The second case came from Topeka, Kansas, where the number of white schools greatly outnumbered the amount of black schools. As a result, parents in Topeka tried to enroll their black children in white schools, only to be denied. The third case was filed in South Carolina, where the schools were also substantially unequal. When the parents of black children filed suit against their school board, the Court ordered that the schools be equalized. The schools however, refused to comply. The final case arose out of Virginia. There the schools were far too small to accommodate the number of students that attended them, and once again were grossly inadequate, lacking even indoor plumbing. After suit was filed locally, the school board was ordered to make the segregated schools equal, however black children still were not admitted in to white schools (The Brown Foundation). The facts regarding each case were different, but the issue at hand was the same, young African American children had been denied access to the schools reserved for their white counterparts per the laws that were written to protect them from such injustices. The very government that was intended to protect their rights and freedoms denied the relief of the children, holding to the â€Å"separate but equal† doctrine of Plessy v. Ferguson. That doctrine stated that the separation of black and white students was within the law, so long as the segregated schools were equal. After defeat in federal district courts, on appeal, the four cases were consolidated into what is known as Brown v. Board of Education of Topeka, to be heard in The Supreme Court in 1952 (Brown v. Board 487,488). The Supreme Court Justices looked in depth at the fourteenth amendment, more specifically the right of the equal protection of the laws that the fourteenth amendment guaranteed to all Americans, of which the minority children claimed that they were deprived of. The justices pondered the question, â€Å"Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other ‘tangible’ factors may be equal, deprive the children of the minority group of equal educational opportunities? † (Brown v. Board 493). The Justices addressed the equality of the education in public schools overall, throwing out the idea that if books, desks, and classrooms were similar, then children received an equal education. Considering the fact that separated black children are educated in a way that makes them feel inferior to white children, the Court held that the feelings of inferiority, which were enforced by the laws of our country, effected the driving force behind the students that urged them to learn and therefore to receive an equal education. On May 17, 1954, the Court ruled that the â€Å"separate but equal† doctrine was irrelevant when it came to education, thus holding that the segregation of students based on race did in fact violate the rights set forth by the fourteenth amendment (Brown v. Board 495). Then a few weeks later, on May 31, the last day of the term, the judges elaborated on their decision, ordering that the desegregation of schools take place with â€Å"all deliberate speed† (The National Archives). As news of the Court’s decision spread across America, as expected, people of the white race were extremely unhappy. Rather than doing as the Justices had ordered, most states simply refused to comply with their judgment. The years following proved to be a battle for the African American race. Brown v. Board of Education seemed to affect the race as whole rather than only the students who longed to attend equal schools. In Virginia, the Governor shut down all public schools in an attempt to avoid their desegregation. Instead of simply allowing the black children access, the state issued vouchers to white families so they could send their children to private schools, leaving the black children without any education at all. In Arkansas, the National Guard had to accompany several black students, whom we now recognize as The Little Rock Nine, on their walk into a newly desegregated school as white students verbally and physically abused them. To prolong the desegregation, states attempted to enforce a â€Å"freedom of choice theory†. By which black students had the option of attending any school they wanted in the district. Nevertheless, when parents sent their minority children to white schools, they were tortured by angry whites, who threatened them and even burnt crosses in their yards. The National Education Association estimates that in the decade following the landmark Supreme Court decision, nearly 38,000 black educators lost their jobs (The National Education Association). With the ruling of Brown v. Board of Education, it seemed the minority had won the battle; unfortunately the war was far from over. What ensued following Brown v. Board of Education was one of the most imperative eras in the history of our country, what we now call the civil rights movement. The judges who ruled in the case could not have predicted the relevancy of their verdict, nor the outcome that would eventually come to pass. Brown v. Board of Education has proven to be a case that greatly impacted the lives of millions of African Americans and the freedoms that all people, despite their race, now experience every day. Works Cited The Brown Foundation, â€Å"Brown v. Board of Education: About the Case. † The Brown Foundation. 11 Apr 2004. The Brown Foundation. 29 Apr 2008 http://brownvboard. org/summary/. The National Archives, â€Å"Timeline of Events Leading to the Brown v. Board of Education Decision, 1954. † The National Archives. 2008. The Federal Government. 30 Apr 2008 http://www. archives. gov/education/lessons/brown-v-board/timeline. html. The National Education Association, â€Å"50th Anniversary, Brown v. Board of Education. † Public Schools for Every Child. 2008. The National Education Association. 30 Apr 2008 http://www. nea. org/brownvboard/index2. html#happenedsince. Patterson, James. Brown v. Board of Education: A Civil Rights Milestone and its Troubled Legacy. Oxford, New York: Oxford University Press, 2001. The United States Supreme Court, â€Å"Brown v. Board of Education of Topeka. â€Å" United States Reports 483 (1954) 486-496. 29 Apr 2008 http://brownvboard. org/research/options/34705483. htm. How to cite Brown v. Board of Education, Papers

Macroeconomics Gulf Cooperation Council Countries

Question: Discuss about theMacroeconomics forGulf Cooperation Council Countries. Answer: Introduction In the international market, the Gulf Cooperation Council Countries (GCC) is known as an alliance of six Gulf States or Middle Eastern countries. It is an economic and political coalition among six countries including Saudi Arabia, the United Arab Emirates (UAE), Kuwait, Qatar, Oman, and Bahrain. The GCC was founded on 25th May 1981 in Riyadh, Saudia Arabia. Along with this, the key purpose of this alliance is to build unity among its members. The GCC is also works to accomplish common objectives as well as political cultural identities in an effective and a significant manner. Moreover, this discussion paper is helpful to determine the sustainability of the current exchange rate arrangements of the GCC. Sustainability of the GCCs Current Exchange Rate Arrangements In recent times, the sustainability of the GCCs current exchange rate arrangements has become a major subject of concern to the gulf countries. The decreased oil prices are the main reason behind this concern. As, it is well known that, oil related products/goods are the key export of the GCC countries; and in this situation the weak oil prices totally affect the export revenues of the gulf countries. The low energy or oil prices could destabilize the sustainability of pegs in the GCC countries (Adama, Kessyb, Kombec and OConnelld, 2012). Along with this, the fixed exchange rate arrangements are under pressure in the gulf countries. It is because of currencies to the GCC countries are suffering devaluation because of the free floating arrangements. Moreover, it should be noted down that, free floating arrangements are more beneficial to the nations. But, in the context of the GCC countries, they are a major subject of issue as a consequence of the currency risks. It is because of the gulf countries perform cross border trades as well as investments; and for that reason they suffer currency risks more than other countries (Khatat, 2016). On the other hand, the devaluation prospects could produce huge capital outflows that would also put currencies of the GCC countries under pressure. This thing also reflects the sustainability of the current exchange rate arrangements of the GCC countries. Furthermore, the result of the decreased low prices is already clear in exports profits and in the BOP (Balance Of Payments) as well. For example, in the quarter first (Q1) of the financial year 2015, Saudi Arabia and Qatar has been registered a BOP insufficiency of 14% and 21% of GDP (Gross Domestic Product) correspondingly. The current account imbalances or deteriorations are considered major reasons of this discrepancy (MacDonald and Al Faris, 2010). In addition to this, foreign reserves play a major role to maintain the sustainability of the current exchange rate arrangements of the countries. But, the GCC countries do not have much foreign reserves to make their exchange rate arrangements more sustainable. Only Saudi Arabia has the biggest amount of central bank reserves in the Gulf countries. These bank reserves are sufficient to Saudi Arabia. These reserves may provide finance for imports for approximately three years (Gervais, Schembri and Suchanek, 2016). Moreover, these reserves may also offer finance to maintain BOP shortage in an effective manner. But, the other remaining GCC countries seem in the position of mergers acquisitions because of the lack of foreign reserves or central bank reserves. Moreover, it should be noted down that, sovereign wealth fund assets are only used for the purpose of monetary policy; so they are not involved in the foreign bank reserves. So, in this situation, the GCC countries cannot use sov ereign wealth fund assets to maintain the sustainability of their current exchange rate regimes (Thorpe, 2009). Along with this, a portfolio reshuffle could create current account deficits and current account imbalances to the GCC countries. For case, a restructure of portfolio, from foreign assets to the currency assets of the CGG countries may enhance the central bank reserves and also create account deficits to the Gulf countries. In this situation, the GCC countries will face numerous issues in order to maintain the sustainability of their exchange rate arrangements. Moreover, currency rules in the Qatar, United Arab Emirates (UAE), and Kuwait are stronger as opposed to Saudi Arabia (SA). All these three countries are proficient to finance their BOP scarcities of 10% for around 16, 32 and 35 years in that order (Kamar, Carlotti and Krueger, 2009). Furthermore, Oman and Bahrain are also capable to finance their BOP shortfall for around five years. But, the true fact is that, the CGG countries do not have enough reserves to maintain the sustainability of their current exchange rate arrangeme nts. On the other hand, the major authorities of the gulf countries are capable to offer short run fixed exchange commands to the GCC countries. The main reason behind it is that the exchange rate arrangements of the gulf countries totally depend on the oil prices. If the oil prices increase then the authorities may provide funds or finance for the long time period (Ghanem, 2010). But, in current, there is a decrease in the oil prices of the countries. The reality is that the sustainability of the current exchange rate arrangements depends on the growth of oil prices in the long time period or long run. Moreover, the devaluation also creates troubles in the sustainability of the current exchange rate arrangements of the CGG countries. The devaluation can create uncertainty in inward investments of the CGG countries that may also reduce the profits of Gulf countries. Also, the devaluation also improves the foreign investment or reserves to improve the economies of the nations (Series, 2012 ). In this way, devaluation reduces the benefits as well as reserves of the Gulf countries and therefore they face problems in the sustainability of their current exchange rate arrangements. On the other hand, the reduced oil prices also destructive for the GCC countries. It is because of the reduced oil prices reduce the profits of the GCC countries. There can also be seen a high increase in the demand of the oil related products due to the decreased oil prices. In this situation, the GCC countries are obliged to export oil related products to other nations at a very lower costs. The reduced oil prices improve the economies of other nations instead of the gulf countries. The economy of the gulf countries will decline and will be weaker in this situation. In this situation, the GCC countries are unable to preserve the sustainability of their current exchange rate arrangements (Rutledge, 2008). Apart from this, it is expected that, oil prices may increase on the upcoming twelve months; and the increased oil prices would be beneficial to offer long run profits to the GCC nations. In addition to this, at the present, the exchange rates of the GCC nations are fixed. But, the exchange rate of Kuwait is not fixed like all other GCC countries. It is because of the exchange rate of Kuwait is hooked to a container of currencies (International Monetary Fund. 2009). Along with this, the GCC countries also have some same economic characteristics. For example, the major similarity is that, the oil sector controls the economy as well as export of all these six countries. Moreover, the macroeconomic stability of the GCC countries plays a major role in order to determine the OCA (Optimal Currency Area) of these nations regardless of real as well as nominal shocks. Along with this, to improve the economies of the nations, the GCC countries have been determined that, their exchange rate arrangements must be stable. They also decided that their exchange rate arrangements should be capable to protect monetary credibility as well as international competitiveness, and also to co ndense balance sheet risks as well as transaction costs in an effectual manner (Adama, Kessyb, Kombec and OConnelld, 2012). Along with this, the GCC countries are doing their best to preserve the sustainability of the current exchange rate arrangements. But, the reality is that high uncertainty exists in the economy of the GCC nations. In other words, it also can be said that, the level of inconsistency of the economy of the GCC countries is high; so it is very hard to decide the exchange rates and preserve sustainability of the exchange rate arrangements. Moreover, the SDRs (Special Drawing Rights) as well as nominal exchange rate also affects the exchange rates of the gulf nations. As a result, the current exchange rate arrangements of the GCC do not seem more sustainable (Kamar, Carlotti and Krueger, 2009). Conclusion On the premise of the above discussion, it can be said that, the CGG countries are facing a lot of issues in order to maintain the sustainability of their current exchange rate arrangements. There are numerous factors that influence the exchange rate arrangements of the gulf nations. For example, oil prices, balance of payment, monetary policy, foreign reserves, the central bank reserves, current account imbalances, devaluation, and so on are the major factors that create trouble in the sustainability of the current exchange rate arrangements of the GCC nations. So, it is recommended that, the GCC countries should adopt and execute long-term reforms to improve the sustainability of their exchange rate arrangements effectively. References Adama, C.S., Kessyb, P., Kombec, C. and OConnelld, S.A. (2012). Exchange Rate Arrangements in the Transition to East African Monetary Union. Available At: https://www.csae.ox.ac.uk/workingpapers/pdfs/csae-wps-2012-07.pdf [Accessed On: 6th Feb. 2017] Gervais, O., Schembri, L. and Suchanek, L. (2016). Current account dynamics, real exchange rate adjustment, and the exchange rate regime in emerging-market economies. Journal of Development Economics, 119, pp.86-99. Ghanem, D. (2010). Fixed Exchange Rate Regimes and Price Stability: Evidence from MENA Countries (No. 10-16). Available At: https://www.lameta.univ-montp1.fr/Documents/DR2010-16.pdf [Accessed On: 6th Feb. 2017] International Monetary Fund. (2009). Angola: Request for Stand-By-Arrangement. UK: International Monetary Fund. Kamar, B., Carlotti, J. and Krueger, R.C. (2009). Establishing Conversion Values for New Currency Unions: Method and Application to the planned Gulf Cooperation Council (GCC) Currency Union. UK: International Monetary Fund. Khatat, M.E.H. (2016). Monetary Policy in the Presence of Islamic Banking. UK: International Monetary Fund. MacDonald, R. and Al Faris, A. (2010). Currency Union and Exchange Rate Issues: Lessons for the Gulf States. USA: Edward Elgar Publishing. Rutledge, E. (2008). Monetary Union in the Gulf: Prospects for a Single Currency in the Arabian Peninsula Durham Modern Middle East and Islamic World Series. NY: Routledge. Series, O.O. (2012). Exchange Rate Regimes in the OIC Member Countries. Available At: https://www.sesric.org/files/article/445.pdf [Accessed On: 6th Feb. 2017] Thorpe, L. (2009). The suitability of the GCC for Monetary Union. International Journal of Business and Management, 3(2), p.71.